Behavioral Neuroscience (PSY401)

MWF 10:40-11:50, T 10:00-11:50, New Hall 23

Fall 2015
Professor:

Dr. Christopher May

Office:

Rankin 309B

Email:

cmay@carrollu.edu

Phone:

262-524-7250

Office Hours: M 2:45-3:45, T 12:00-1:00, W 2:45-3:45 and by appointment

Course Description
Whereas PSY240 (Biopsychology) provided an introduction to the brain, this course examines the deeper
principles of brain function. Brains are composed of ~86 billion interconnected neurons, operating in parallel.
As such, brains cannot be understood by thinking in terms of simple sequences of events. Understanding the
brain at a deep level requires studying and manipulating models grounded in principles of brain function. In
this course, we will systematically explore neural network models of learning, attention, memory, language,
and higher-level cognition. A dominant theme running throughout these models is the concept of emergence,
often summarized by the phrase, "the whole is greater than the sum of its parts". In other words, networks of
neurons process information in ways that are not predictable from knowledge of neurons alone. This deeper
understanding of the brain in terms of networks of interactions will also facilitate your understanding of many
phenomena beyond the domain of neuroscience, since both the natural and social worlds are awash in
emergence. (4 credits)

Prerequisites
PSY 101, PSY 240

Texts
OReilly, R.C., Munakata, Y., Frank, M.J, Hazy, T.E., et al. (2014). Computational Cognitive Neuroscience (2nd
Ed.). https://grey.colorado.edu/CompCogNeuro/index.php/CCNBook/Main
Selections from Discovering Freberg, L.A. (2016). Discovering Behavioral Neuroscience: An Introduction to
Biological Psychology (3rd Ed.). Boston, MA: Cengage Learning.
Christakis, N.A. & Fowler, J.H. (2009). Connected: The Surprising Power of Our Social Networks and How
They Shape Out Lives- How Your Friends Friends Friends Affect Everything You Feel, Think, and Do.
Little, Brown, and Co.

Course Objectives
The overarching goal of this course is to enhance your self- and other-understanding through liberal learning
about the nervous system (see the "Statement on Liberal Learning" from the Association of American
Colleges and Universities below). In addition, by the end of this course, you will be able to:
1) Articulate the function of a neuron from an information processing perspective.
2) Explain how networks of neurons enable and embody:
a. learning.
b. attention.
c. memory.
d. language.
e. higher cognition.
3) Describe, identify, and discuss the significance of emergence.
4) Demonstrate network thinking and articulate the relationship between neural networks and other
types of biological and social networks.
5) Give numerous examples of your brains proclivity for prediction and pattern completion.
6) Demonstrate the use and discuss the importance of computer simulations in science.

Statement on Liberal Learning from the AACU

A truly liberal education is one that prepares us to live responsible, productive, and creative lives in a
dramatically changing world. It is an education that fosters a well-grounded intellectual resilience, a
disposition toward lifelong learning, and an acceptance of responsibility for the ethical consequences of our
ideas and actions. Liberal education requires that we understand the foundations of knowledge and inquiry
about nature, culture and society; that we master core skills of perception, analysis, and expression; that we
cultivate a respect for truth; that we recognize the importance of historical and cultural context; and that we
explore connections among formal learning, citizenship, and service to our communities.
We experience the benefits of liberal learning by pursuing intellectual work that is honest, challenging, and
significant, and by preparing ourselves to use knowledge and power in responsible ways. Liberal learning is
not confined to particular fields of study. What matters in liberal education is substantial content, rigorous
methodology and an active engagement with the societal, ethical, and practical implications of our learning.
The spirit and value of liberal learning are equally relevant to all forms of higher education and to all
students.
Because liberal learning aims to free us from the constraints of ignorance, sectarianism, and myopia, it prizes
curiosity and seeks to expand the boundaries of human knowledge. By its nature, therefore, liberal learning is
global and pluralistic. It embraces the diversity of ideas and experiences that characterize the social, natural,
and intellectual world. To acknowledge such diversity in all its forms is both an intellectual commitment and
a social responsibility, for nothing less will equip us to understand our world and to pursue fruitful lives.
The ability to think, to learn, and to express oneself both rigorously and creatively, the capacity to understand
ideas and issues in context, the commitment to live in society, and the yearning for truth are fundamental
features of our humanity. In centering education upon these qualities, liberal learning is society's best
investment in our shared future.

Assessments
I. Projects Learning Outcomes 1, 2, 3, 6
Each computer model or small set of models will have assigned questions associated with it. You will
have the option to turn in each project twice: once before an in-class review of the model and its
questions, and once after. If you choose to turn in a project a second time, your grade for that project
will be: (30% * First Submission) + (70% * Second Submission). My goal here is to provide a structure
where you can both struggle and still earn a good grade.

II. Exams

Learning Outcomes 1, 2, 3, 4, 5, 6

Oral Exam: In the Oral Exam, you will discuss course concepts with me for 15-20 minutes. A study
guide will be provided in advance.
Midterm Exam: The Midterm will test your comprehension of fundamental and specific concepts
learned in the course, and will be largely short essay format. A study guide will be provided in
advance.
Final Exam: The Final Exam will have a take-home component and a final exam-period component.
The take-home component will ask you to discuss overarching course themes. The exam-period
component will test your comprehension of fundamental and specific concepts learned in the course,
and will be largely short essay format. A study guide will be provided in advance.
III. Quizzes Learning Outcomes 1, 2, 3, 4, 5, 6
There will be periodic, unannounced quizzes to ensure you are keeping up with the course material.
Quizzes will cover prior class material and assigned readings. Quizzes also randomly sample
attendance- there will be no make-up quizzes unless an absence is excused.
IV. Prediction Posts Learning Outcome 5
One of the major themes of this course is that the brain is constantly generating predictions about its
environment. Each week, you will post one blog entry about some prediction you noticed your brain
making that particular week. Youll find that once you are attuned to thinking of the brain as a
prediction generator, examples will readily be observable. Post examples must be unique- that is, your
example must not have been mentioned in either class or the text, and also is not an example provided
by one of your classmates in previous weeks. Thus, you will need to read your classmates post in
order to know if your example is novel. Posts will be graded each week as pass/fail. Posts are due
each Sunday by midnight. Late posts will not receive credit.

Assessment Weights
40%
12%
14%
18%
10%
6%

Project/Model Questions
Oral Exam
Midterm Exam
Final Exam
Quizzes
Prediction Posts

Grading Scale
A
AB
B
BC

92.5 +
87.5 92.49
82.5 87.49
77.5 82.49

C
D
F

69.5 77.49
59.5 69.49
< 59.5

Expectations of Students
A. Lab computers are only to be used during designated periods. Outside of these periods, typing and
checking e-mail/facebook/etc. are disruptive and inappropriate.
B. In addition, I expect students to cultivate intellectually mature practices and habits of mind. These
include:
1. Recognize that being a student, by definition, means there are things you dont currently know.
You do not need to feel insecure about asking questions because you dont know something or
are concerned about appearing uneducated- you are (relatively). Formulate questions to ask me
that will help resolve your difficulties.
2. Learning can never be done to you, only by you. My job is to provide the material, tools, and
environment for you to learn. It is up to you to engage them.
3. Ideas, arguments, or writings that are sophisticated and worth grappling with are often hard to
grasp on the first pass. There is no reason to expect that you should immediately get
everything. Things that you can immediately get dont stretch you. Come to see confusion as a

4.
5.
6.
7.

signal that now some REAL learning can occur. Build up confidence that with perseverance,
confusion will yield to understanding. If material in the book is difficult, re-read it. If you still
dont understand, ask me.
I dont know is a starting point, not an ending point to inquiry.
If taking notes is preventing you from really listening to and reflecting on a lecture, stop. Notes
are meant to serve you; if you are a slave to your note-taking, then change or abandon that
practice. If you struggle with note taking, please see me. The library also offers helpful classes.
Be open-minded, yet skeptical. Be skeptical, but not cynical.
Have fun! Look for the connections between material and your other interests.

Additional Information
Accommodation for Disabilities Students with documented disabilities who may need accommodations, or
any student considering obtaining documentation should make an appointment with Ms. Marty Bledsoe,
Director of Services for Students with Disabilities, no later than the first week of class. She can be reached by
calling 524-7335 or contacting her via e-mail at mbledsoe@carrollu.edu.
Academic Support The Learning Commons, located in the bottom floor of the Library, offers tutoring,
writing assistance, and study skills assistance as well as group study rooms and places to study. For more
information, go to: http://www.carrollu.edu/Learningcommons/.
Make-up Exams Make-up exams and quizzes REQUIRE objective evidence/official documentation of the
reason for missing the original exam or quiz. I am happy to accommodate you when necessary, however
missing an exam or quiz should be a last resort. Make-ups are inconvenient both for instructors and for your
classmates, who would like their assignments returned as soon as possible.
Modifications to the syllabus The instructor and Carroll University reserve the right to modify, amend,
or change the syllabus (course requirements, grading policy, etc.) as the curriculum and/or program
require(s).
Statement on Academic Integrity The Carroll University Academic Integrity Policy is located in your
student handbook. Please familiarize yourself with it. If a student is found in violation of the Carroll
University Academic Integrity Policy, the instructor reserves the right to fail the student on the
assignment/exam or even FAIL the student in the course.

General Outline
I.

II.

III.

Review
A. Neuroanatomy
B. Neurophysiology
Background
A. Emergence
Cellular Automata
Fur (Proj. 1)
B. Computation
C. Network Thinking
Loops (Proj. 2)
Neural Networks
A. Integrate-and-Fire Model
Neural Network Workbook (Proj. 3)
B. Neurons as detectors, categorizers
Detector (Proj. 4)
C. The Cortex
OUR READING OF CONNECTED WILL BEGIN AT THIS TIME

IV.

V.
VI.

VII.

D. Distributed and localist representations

Face Categorization (Proj. 5)
E. Inhibition and constraint satisfaction (bidirectional connectivity w/inhibition)
Cats and Dogs, Necker Cube (Proj. 6)
Simple Attention (Proj. 7)
F. Unsupervised Learning
Self-organizing learning (Proj. 8)
G. Supervised Learning
Pattern Associator; Error Driven Hidden (Proj. 8)
Tripartite Cognitive Architecture
A. Long-term memory for specifics vs. generalities
B. Spreading activation vs. active maintenance
Stoop Effect (Proj. 9)
Language
A. Biology
B. And emergence
More on Networks
A. Genetic Algorithms and Social Networks (Evolutionary Robotics, Cooperation/Altruism)
B. Brain Networks
C. Psychopathology Networks
Netlogo: Symptom Spread Mode (Proj. 10)
Models and Modeling

Key Dates

10/6
10/19 10/20
10/30
11/27
12/17 (8:00 11:00)

Oral Exam
No Classes: Fall Break
Midterm Exam
No Class: Thanksgiving
Final Exam